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Personal and Social Responsibilityas Essential Outcomes: Making the
Case with Students, Faculty, andExternal Constituents
October 2009
Network for Academic Renewal Meeting
Minneapolis, MN
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Narrow Learning is Not Enough
The Essential Learning Outcomes
Knowledge of Human Cultures and the Physical and
Natural World
Focused by engagement with enduring and contemporary big questions
Intellectual and Practical Skills
Practiced extensively across the curriculum, in the context of progressively more
challenging problems, projects, and standards for performance
Personal and Social ResponsibilityAnchored through active involvement with diverse communities and real-world
challenges
Integrative Learning
Demonstrated through the application of knowledge, skills,
and responsibilities to new settings and complex problems
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Personal and Social Responsibility
OutcomesWhat Are They?
Civic knowledge and engagementlocal and
global
Intercultural knowledge and competence
Ethical reasoning and action
Foundations and skills for lifelong learning
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Communications Rule # 1
Know Your Audience
What do they already think about your
issue?
How do you communicate about the
issue? (where, how, who, to whom)
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What Does Your Campus
Community Think?
Faculty and Campus Leaders
Students Parents of Students
Trustees and/or Legislators
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Discussion Questions
For this group, are these outcomes
important for all college students?
Should colleges place more emphasis,less emphasis, or about the same
emphasis on these outcomes?
Who is responsible for advancing
students achievement of these
outcomes?
How should campuses advance these
outcomes?
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PSRNeglected But Essential
Mixed Data on Commitment & Results
Rhetorical Commitment but notmatched fully by action
Confusion about responsibility and
timingassumed rather than made explicit by
faculty and college leaders
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Evidence of Commitment
Mission Statements
Core Commitments
Campus Compact
Explosion of Service and
Community-based learning programs
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Evidence of Commitment:
Mission Statements2005 Review of 312 mission statements
121contributing to the community
89social responsibility
77personal perspectives, values, and moral
character
67appreciating diversity53responsible citizenship
50international and global understandingSource: Learning Goals in Mission Statements, by Jack Meacham
and Jerry G. Gaff,Liberal Education (Winter 2006)
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Core Commitments
Five Dimensions of Personal and
Social Responsibility
Striving for Excellence Cultivating Personal and Academic Integrity
Contributing to the Larger Community
Taking Seriously the Perspectives of Others Developing Competence in Ethical and Moral
Reasoning
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Constituent Group % Strongly Agree
Students 58
Campus professionals 74
contributing to a larger community should
bea major focus of this campus
Personal and Social Responsibility
InventoryDimension: Contributing to a Larger Community
Student sample: N = 23,950
Source: Civic Responsibility (AAC&U 2009)
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Current academic standing % Strongly Agree
First Year 49
Sophomore 38Junior 37
Senior 35
The importance of contributing to a larger
community isa major focus of this campus
Personal and Social Responsibility
InventoryDimension: Contributing to a Larger Community
Student sample: N = 23,950
Source: pers. comm., Eric Dey, University of Michigan
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38%
47%
52%
54%
54%
62%
68%
71%
73%
78%
% saying their institution is placing more emphasis on each
Undergraduate research
1st year experiences support-ing transition to college
Study abroad
Service learning in courses
Internships
1st year academic seminars
Diversity studies/experiencesLearning communities
(courses linked by theme)
Practicums/supervisedfieldwork
Orientations to liberaleducation
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Glass Half-Full?
AAC&U Member Survey
AAC&U Employer Survey
NSSE
PSRI
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24%
42%
49%
61%
73%
87%
87%
90%
91%
92%Humanities
Science
Social sciences
Global/world cultures
Mathematics
Diversity in U.S.
Technology
U.S. history
Languages
Sustain-ability 63%
65%
66%
68%
75%
76%
79%
88%
91%
95%
99%Writing skills
Critical thinking
Quantitative reasoning
Oral communication
Intercultural skills
Information literacy
Ethical reasoning
Civic engagement
Application of learning
Research skills
Integration of learning
Among respondents from campuses WITH campus-wide goals, percent sayingtheirinstitutions common set of learning goals/outcomes addresses each area ofknowledge/intellectual skills & ability
Areas of Knowledge Intellectual Skills/Ability
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How Should Colleges
Prepare Students To Succeed InTodays Global Economy?
Key findings from survey among 305 business leadersand 510 recent college graduates conducted
November 2December 5, 2006for
The Association of AmericanColleges and UniversitiesS
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Employers: Top Priorities For
Increased Emphasis By Colleges
% saying colleges should put moreemphasis on each learning outcome
70%
70%
72%
73%
73%
73%
76%
82%Science and Technology Developments
Teamwork in Diverse Settings
Applied Knowledge in Real World Settings
Written and Oral Communication
Critical and Analytical Thinking
Global Issues
Information Literacy
Creativity and Innovation
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Employers: Other Areas in
Need of More Emphasis by Colleges
42%
46%
48%
53%
56%
60%
60%
64%Complex Problem Solving
US Role in the World
Quantitative Literacy
Ethics and Integrity
Cultural Values/Traditions
Civic Engagement
Foreign Language Skill
Democracy/Government
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How Should Colleges
Assess and Improve Student Learning?
Key findings from survey among 305 business leaders and
510 recent college graduates conductedNovember 8December 12, 2007
for
The Association of American
Colleges and Universities
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Employers Evaluate College
Graduates Preparedness
21
Teamwork
Ethical judgment
Intercultural skillsSocial responsibility
Quantitative Skills
Oral communication
Self-knowledge
Adaptability
Critical thinkingWriting
Self-direction
Global knowledge
Meanrating*
7.0
6.9
6.96.7
6.7
6.6
6.5
6.3
6.36.1
5.9
5.7
*ratings on 10-point scale: 10 = recent college graduates are extremely well prepared on each quality(How Should Colleges Assess and Improve Student Learning? AAC&U/Peter D. Hart, 2008)
Very wellprepared(8-10 ratings)*
39%
38%
38%35%
32%
30%
28%
24%
22%
26%
23%
18%
Not wellprepared(1-5 ratings)*
17%
19%
19%21%
23%
23%
26%
30%
31%
37%
42%
46%
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NSSE 2007Students
Reporting Small or No Gainsin the Following Areas
Personal and Social Responsibility:
Participating in a community-based project related to a course 51%
Understanding people of other racial and ethnic backgrounds 46%
Developing a personal code of values and ethics: 42%
Contributing to the welfare of your community 53%
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Current academic standing % Strongly Agree
First Year 38
Sophomore 33
Junior 33
Senior 32
This campus has helped me expand my own
awareness of the importance of being involved in the
community and contributing to the greater good
2007 Administration of the
Personal and Social Responsibility
Institutional InventoryDimension: Contributing to a Larger Community
Student sample: N = 23,950Source: pers. comm., Eric Dey, University of Michigan
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Communications Rule #2Use AllOpportunities to Communicate;
Repeat the Message Again and
Again
Messages are sent:
-curriculum--What is requiredin gen ed;
in majors; syllabi
-Web site
-admissions
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Current academic standing % Strongly Agree
First Year 44
Sophomore 35
Junior 36
Senior 34
Faculty publicly advocate the need for students
to become active and involved citizens
2007 Administration of the
Personal and Social Responsibility
Institutional InventoryDimension: Contributing to a Larger Community
Student sample: N = 23,950Source: pers. comm., Eric Dey, University of Michigan
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What is impact of curriculum
on civic engagement?
More College = more civic engagement
(correlation vs causation?)
GPAno relation to political participation, voting,
community service, political persuasion,
commitment to importance of having impact on
politics
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What is impact of curriculum
on civic engagement?
social science credits = political/civic engagement
business credits = political/civic engagement
science/engineering credits = political/civic
engagement
education credits = no impact
humanities credits = political/civic engagement
Source: Education and Democratic Citizenship, by Norma Nie and
D. Sunshine Hillygus, inMaking Good Citizens , edited by Diane
Ravitch and Joseph P. Viteritti (Yale UP, 2001).
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What Do Students Say?
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LEAP Focus Groups
Peter D. Hart Research conducted 8 focus groups for AAC&U in2004 and 2005, among:
Rising public high school seniors who planto attend a four-year college or university
Rising juniors and seniors at public and privatecolleges and universities
The groups were held in four locations:
Indianapolis, IndianaPortland, Oregon
Alexandria, VirginiaMilwaukee, WI
The discussions focused on personal aspirations relating to college andnot on outcomes of college as they relate tosociety as a whole.
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Reasons for Going to College
Top Tier
career choices and opportunities
skills and knowledge in chosen field
knowledge to help me throughout life both
in and off the job
knowledge, capabilities, ethics and valuesessential for professional success
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Reasons for Going to College
Bottom Tier
ensure higher paying job
opportunity to learning about and
from people and cultures different from
my own
prepare me for a life of civic
responsibility and leadership
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Outcomes of college
least valued
Sense of values, principles, and ethics
Tolerance and respect for people of other
backgrounds, races, ethnicities, and lifestyles
Computer skills
Cultural and global awareness
Citizenship and orientation to public service
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Common challenges to the
message
These issues should be developed in k-
12 education These are important, but developing
them is not the job of college
Your values are not my values
PSR outcomes not connected to
professional success goals
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For full LEAP Report and poll data:
www.aacu.org/leap
For info on Core Commitments:
www.aacu.org/core_commitments
http://www.aacu.org/leaphttp://www.aacu.org/core_commitmentshttp://www.aacu.org/core_commitmentshttp://www.aacu.org/leap